초등학생의”증거”사용에 따른 “과학적 정당화”활동의 분석

장신호 ( Shin Ho Jang ),정수진 ( Su Jin Jeong ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.4

For this study, inquiry-based learning program was developed for promoting elementary students` scientific justification activities based on their uses of scientific evidences. The program was applied to the 5th grade science class to examine the types of evidences and major features of scientific justification activities. Analysis of the data showed that the evidences used by students were classified into knowledge-based evidence, experience-based evidence and authority-based evidence. As for students` justification features, this study reports three major cases: a case evolving evidence and justification to become more valid and logical, as inquiry activities progressed, other case maintaining less valid and illogical evidence and justification, and final case revealing passive and reluctant participation in the inquiry activities. Overall, students` participation in scientific justification process became more valid and relevant, while there were some students who were unable to make the relevant relations between evidences and claims they made. The educational implications were discussed to consider more effective ways to improve the scientific classroom environment through social knowledge construction.

과학 문제 해결력 촉진을 위한 사례 기반 학습 프로그램의 효과

곽호숙 ( Ho Sook Kwak ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.3

학습 발달과정 연구의 현황, 방법론적 특징 및 연구 사례

맹승호 ( Seung Ho Maeng ),성연선 ( Yeon Seon Seong ),장신호 ( Shin Ho Jang ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.1

이 논문은 2006년 이후 미국을 비롯한 세계 여라 나라로 점차 확산되고 있는 학습 발달과정(Learning Progressions) 연구의 현황과 연구 방법을 소개하고, 최근에 국내에서 수행된 연구 사례를 중심으로 학습발달과정 연구의 실제를 제시하여 학습 발달과정을 조사하기 위한 방법론적 기초를 제공하기 위한 것이다. 이를 위해 마국을 중심으로 진행되어 온 학습 발달과정 연구의 현황을 소개하고, 특별히 학습을 위한 평가의 관점에서 학습 발달과정을 조사하는 방법과 절차를 정리하였다. 과학의 학습 발달과정은 과학의 주제를 학습할 때 형성되는 발달의 경로를 기술한 것으로서, 발달의 경로를 따라 학생들은 과학 지식을 활용하여 과학의 탐구실행에 참여하게 된다. 각각의 학습 발달과정은 상위 정착점과 하위 정착점, 그리고 두 정착점을 연결해 주는 중간 단계들로 구성되었다. 과학의 학습 발달과정을 조사할 때, 연구자들은 평가의 삼각형에 기반하여 구성된 Wilson의 4단계의 평가 시스템 구성단위를 주로 사용하였다. 논문에서는 학습 발달과정의 조사 방법과 절차를 물의 순환에 대한학습 발달과정 조사에 적용한 사례 연구를 소개하고, 한국에서 수행될 학습 발달과정에 대한 후속 연구를 위한 함의점과 고려할 점을 논의하였다. The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study we described several features of current studies on learning progressions in the U.S. and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning o topic in which science knowledge is used in students` engaging in science practices. Each learning progression consists of upper anchor lower anchor and intermediate steps that connect both anchors. In investigating a learning progression researchers usually utilize Wilson`s four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

과학 영재 아동과 일반 아동의 창의적 과학 문제 해결 과정에 대한 사례 연구

심혜진 ( Hye Jin Shim ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2007 초등과학교육 Vol.25 No.5

열과 온도 수업에서 나타난 초등학생들의 중간 언어 분석

이일연 ( Il Yeon Lee ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students` interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students` interlanguage implied the quality of class community`s knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

연구논문 : 과학 탐구에 대한 초등 교사들의 지도 경험

진순희 ( Sun Hi Jin ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2007 초등과학교육 Vol.26 No.2

초등 예비교사와 현직교사의 과학 교수-학습에 대한 신념과 교수실제

이지혜 ( Jee Hye Lee ),장신호 ( Shin Ho Jang ) 서울敎育大學校 初等敎育硏究所 2014 한국초등교육 Vol.25 No.3

본 연구의 목적은 초등 예비교사와 현직교사의 과학 교수-학습에 대한 신념과 교수실제를 분석하고, 그 양상 및 경향성을 세부적으로 살펴보는 것이다. 본 연구를 위해 예비교사 3, 4학년 249명과 현직 초등교사 198명을 대상으로 과학 교수-학습에 대한 신념과 교수실제에 대한 설문을 실시하고, SPSS를 활용하여 통계적으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 예비교사의 학년에 따라 과학 교수-학습에 대한 신념의 과학수업 영역에서 유의한 차이가 있었고, 과학과 심화전공이 비과학과 전공에 비해 과학 교수-학습에 대한 신념과 교수실제 모두에서 유의하게 높은 점수를 나타냈다. 둘째, 현직교사의 경력에 따라 과학 교수-학습에 대한 신념의 과학학습과 과학수업 영역에서 유의한 차이가 있고 교수실제에서는 유의한 차이가 없었다는데, 경력 0-5년 미만 교사들이 교수실제 점수가 낮아 저경력 교사가 과학과 수업실행에 어려움을 겪을 가능성을 보였다. 셋째, 예비, 현직교사 모두 과학 교수-학습에 대한 신념과 교수실제 사이에 높은 상관이 있었으며, 과학 교수-학습에 대한 신념 수준이 높은 그룹에서는 예비교사의 교수실제가, 신념이 낮은 그룹에서는 현직교사의 교수실제가 보다 높은 경향성을 보였다. 또한 신념수준에 따른 그룹간의 교수실제의 차가 예비교사보다 현직교사가 적은 것으로 나타났다. The purpose of this study was to analyze the pre-service teachers and in-service teachers` beliefs on teaching-learning and instructional practices for Science. The this study included 249 pre-service teachers who are in their 3rd and 4th year at University of Education and 198 current in-service elementary teachers in Seoul. Beliefs on science teaching-learning were measured according to pre-service teachers` grade and major, and number of year in-service teachers has served. The correlation it brings on the instructional practices and how different level of beliefs affect the instructional practices were also checked. The results are as follows: firstly, there was a significant difference between the 3rd and 4th year of Pre-service teachers` belief on area of science class and deepening in the study of one`s major also played a big role on their beliefs on science teaching-learning and practice in the process of becoming teachers. Secondly, different levels of experience in-service teachers had reflection on their beliefs creating a significant difference on areas of science learning and science class. There was not a significant difference between different levels regarding the instructional practices. However, low scores on teaching method from instructional practices cleared showed that teachers with less than 5 years of experience were having difficulties with science education. Thirdly, Significant correlation existed between the belief on science teaching-learning and instructional practice for both groups of pre-service and in-service teachers. Analysis also showed how different level of belief on science education has effects in instructional practices, the tendency of pre-service teachers` instructional practices higher on the high-level of belief group, and the in-service teachers` instructional practices higher in the low-level of belief group.

과학적 정당화 활동을 촉진하는 초등과학 탐구수업의 효과

박미정 ( Mi Jeong Park ),장신호 ( Shin Ho Jang ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.1

과학자들이 실험실에서 과학 지식을 생성하는 것처럼 학생들 또한 수업 시간에 과학 탐구를통하여 자신의 지식을 구성한다. 학생들의 탐구 활동에서 중요한 것은 자신들이 탐구하고 발견한 아이디어가 타당한지 검증받고 다른 학생들과 함께 논의하는 과학적 정당화 활동이다. 본연구에서는 이러한 과학적 정당화 활동을 구체화하여 학생들이 자신의 주장에 대한 근거 및증거를 들어 개인적으로 표출하는 ``개인적 정당화`` 활동과 동료들과의 사회적 상호작용의 맥락속에서 의미를 구성하는 ``사회적 정당화`` 활동으로 구분하였다. 즉, 학생들의 과학적 정당화 과정을 쓰기 및 말하기 활동을 통한 개인적, 사회적 정당화 과정으로 구성하고, 명시적이고 반복적으로 나타날 수 있도록 예상-관찰-설명(POE) 단계에 의한 과학 탐구수업을 개발하였다. 또한이 수업이 학생들의 구성주의 과학 학습 환경 인식, 수업 참여도, 자아효능감, 과학 개념에 미치는 효과를 조사하였다. 연구결과, 본 연구의 과학적 정당화 활동을 촉진하는 과학탐구수업은학생들의 수업 참여 및 과학 개념에 긍정적인 영향을 주는 것으로 나타난 반면, 구성주의 과학학습 환경 인식 및 자아 효능감에는 유의미한 차이가 나타나지 않았다. 과학적 정당화 활동이초등학생들의 탐구 학습에 미치는 과학 교육적 시사점을 논의하였다. This study investigated the effect of scientific inquiry instruction to facilitate students` scientific j ustification activities, to study its effects on students` perception on constructivist learning environ ment, class participation, self-efficacy, and scientific conception. The subjects of this study were tw o 4th grade classes in Seoul, KOREA. The instruction developed in this study was applied for 24lessons during 8 weeks. For this study, experimental and control group design was applied. For s cientific justification, "individual justification" was differentiated from "social justification" by using Prediction -Observation-Explanation(POE) instruction model. Individual justification was to individu ally express students` own claims based on evidence. Social justification was to facilitate students t o express meanings to be formed in the context of social interactions with peers. The results of th is study included that there were no significant effects on perception on constructivist learning en vironment and self-efficacy, while significant statical effects were gained on class participation and scientific conception. Educational implications are discussed.

과학 교수 전략 및 학습 동기 촉진 프로그램이 초등예비교사의 교과교육학 지식의 변화에 미치는 효과

배민정 ( Min Jung Bae ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.1

Developing pedagogical content knowledge (PCK) has been emphasized for teacher`s professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers` PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers` PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students` prior knowledge, conducing experiments, finding conclusion, and comparing teachers` explanations with students` explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student`s emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students` everyday lives. The changes in pre-service teachers` PCK in the experimental group was meaningful because there was less change in pre-service teachers` PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers` PCK.

연구논문 : 과학교사 학습공동체에서 나타나는 사회적 상호작용 과정의 분석

차가현 ( Ga Hyun Cha ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.4

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)`s social interaction process framework was mainly used to understand the members` interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers` professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.